Faith and religious extremism in the third world countries

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Faith and religious extremism in the third world countries

It began by emphasising the 'common features of secondary schools' - good libraries and instructional equipment, a focus on citizenship, the value of a school community, opportunities for creativity and physical activity, the importance of spiritual values, clear thinking, and 'education through interest' Ministry of Education Only after nine pages of material to which no one could object do we find the section on 'Different types of secondary education'.

Here, all the old arguments are again rehearsed: Schools must be different, too, or the Education Act of will not achieve success' Ministry of Education Once again there is a nod in the direction of comprehensive provision - but still in separate schools: There is much to be said for what is sometimes called the 'campus plan'.

In this, a number of schools varying in character and tradition are built on a single large site, and make common use of many facilities and amenities, such as playing-fields, swimming-baths and dining-halls.

They constitute a kind of federation of schools, each one developing its own individual character, yet each making its contribution to the life of the larger unit Ministry of Education The booklet then deals with the three types of secondary school.

Significantly, however, the order is changed this time: This was obviously an attempt to deny that there was a hierarchy of schools - even though it quickly became clear that there was: Despite the rhetoric of 'separate but equal', the hierarchy of schools was never in doubt. Funding was seriously unequal, since the grammar schools benefited from extremely generous allocations attached to sixth formers.

While the grammar school curriculum continued much as before The pupils who attend grammar schools, declared The New Secondary Education, are 'very like the boys and girls in other schools' - except, of course, that, in order to 'wrestle successfully with intellectual questions', they had to have 'a high measure of general intelligence' Ministry of Education In the secondary modern school there would be a 'very wide range of ability': The booklet failed to mention at this point that those who could 'learn easily' would be banned from taking exams and obtaining qualifications, though it later justified the ban on the basis that: In schools that have to cope with the wide ranges of ability and aptitude that are found in all modern schools, it is impracticable to combine a system of external examinations, which presupposes a measure of uniformity, with the fundamental conception of modern school education, which insists on variety Ministry of Education Meanwhile, the distinguishing feature of secondary technical schools was their 'relationship to a particular industry or occupation or group of industries and occupations', while not being in any sense 'narrowly vocational' Ministry of Education These schools would cater for 'a minority of able children who are likely to make their best response when the curriculum is strongly coloured by these interests' Ministry of Education Perhaps the most outrageous example of political spin is in the section on the selection of pupils at age 11, where the booklet argues that: To assume that the 'top layer' in intelligence will always go to the grammar school would be contrary to the purpose of the Act.

It should be possible for the brightest and ablest pupils to go to whichever type of secondary school will best accord with their interests, their special aptitudes and the kinds of career they have in view Ministry of Education Did Ministry officials seriously believe that parents of able children would choose to send them to one of the new secondary modern schools, which were already suffering from a poor public image?

These were the schools where the reluctant child stayed on an extra year.Sep 04,  · Religious extremism is found in various religions of the world.

Unfortunately the propaganda is against Islam only. But the study of history provides the fact that extremists are found everywhere not only in Islam. Apr 02,  · In addition to making projections at the global level, this report projects religious change in countries and territories with at least , people as of , covering % of the world.

So I’m pleased that you’ve taken on the topic of religious extremism in Africa. As your project implies, policymakers need to better understand both how religion affects issues of security and stability, and equally important, how to encourage and reinforce non-violent, tolerant expressions of faith.

Faith and religious extremism in the third world countries

In the first place, it is a fact that the underlying teachings of all of the world’s major religions — Buddhism, Christianity, Islam, Hinduism, Sikhism, Judaism, and the Bahá’í Faith — promote harmony, moderation, non-violence and other ethical teachings that are antithetical to any type of extremism.

Religious extremism, fundamentalism, violence and terrorism can be found around the world in worrisome supply. Although it must be noted that the mass media over-report on extremism because the content sells well. Muslims are the fastest-growing religious group in the world. The growth and regional migration of Muslims, combined with the ongoing impact of the Islamic State (also known as ISIS or ISIL) and other extremist groups that commit acts of violence in the name of Islam, have brought Muslims and the Islamic faith to the forefront of the political debate in many countries.

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